Course Syllabus
Course: GEOG 1100
Division: Natural Science and Math
Department: Geology
Title: Biogeography PS
Semester Approved: Fall 2022
Five-Year Review Semester: Summer 2027
End Semester: Summer 2028
Catalog Description: Biogeography is the study of the distribution of species and ecosystems in geographic space and through geologic time. This course is an introduction to biogeography for non-science majors. It will examine the physical processes that control the geography of species such as weather, climate, soil formation, and topography. The student will then learn about life on earth, energy balance and how organisms influence the physical environment. Students will become familiar with ecosystems and geography of Utah through classroom and field experiences. Field trips will be required.
General Education Requirements: Physical Science (PS)
Semesters Offered: Fall, Spring
Credit/Time Requirement: Credit: 3; Lecture: 3; Lab: 0
Prerequisites: none
Corequisites: none
Justification: This course is a general education (Physical Science) class at Snow College. There is no equivalent course at this level in the USHE system. This course provides GE students and others interested with an interdisciplinary view of science in keeping with modern pedagogy. The course will also provide more experiential learning than most GE classes.
General Education Outcomes:
1: A student who completes the GE curriculum has a fundamental knowledge of human cultures and the natural world. After completing this course, the student will demonstrate a fundamental knowledge of how the natural world works. This knowledge will include weather, climates, soil formation, ecology, and biophysics. Students will also demonstrate an understanding of how human interactions both affect and are affected by the natural world. Students will demonstrate this knowledge on exams, homework, or a final exam or final project.
2: A student who completes the GE curriculum can read and research effectively within disciplines. Students will read textbooks and additional readings and then answer questions based on these readings. Students will be expected to access and think critically about journal articles and web content throughout the semester. Students will research biogeographical information on a region or time of their choice. Students will demonstrate this knowledge on homework and exams or a final project.
3: A student who completes the GE curriculum can draw from multiple disciplines to address complex problems. Students will learn to understand the interconnectedness of the physical and biological components of the environment. Through topics such as soil erosion, farming, urbanization, invasive species, and climate change students will incorporate knowledge from multiple disciplines that affect outcomes and solutions. Students will demonstrate this knowledge on homework and exams or a final project.
4: A student who completes the GE curriculum can reason analytically, critically, and creatively. The main focus of this class is scientific reasoning. Readings, homework, and class discussions will reinforce and compare this approach to other forms of reasoning. Students are taught the methods of science in general and specifically related to course topics. Students are expected to apply critical thinking and scientific reasoning on exams as opposed to a simple recall of facts. Students will evaluate internet sources for bias and scientific merit. Critical thinking exercises are included in sections on current issues. A student's ability to apply scientific reasoning will be evaluated using homework, class discussions, exams, and essays.
General Education Knowledge Area Outcomes:
1: The main focus of this class is scientific reasoning. Students will learn what scientific reasoning is, how scientists approach problems, how science corrects itself, the limits of science, and how it differs from other forms of reasoning. The topic is visited throughout the semester with scaffolding that builds to a deeper understanding of how the modern scientific method works, the ethics and guidelines of science such as replication, public data, and consensus. The course will also compare how biogeographers think and form judgments in comparison with the other physical sciences. Readings, homework, and class discussions will reinforce and compare this approach to other forms of reasoning. A student's ability to demonstrate science as a way of knowing will be evaluated using homework and exams and essays. The main focus of this class is scientific reasoning. Students will learn what scientific reasoning is, how scientists approach problems, how science corrects itself, the limits of science, and how it differs from other forms of reasoning. The topic is visited throughout the semester with scaffolding that builds to a deeper understanding of how the modern scientific method works, the ethics and guidelines of science such as replication, public data, and consensus. The course will also compare how biogeographers think and form judgments in comparison with the other physical sciences. Readings, homework, and class discussions will reinforce and compare this approach to other forms of reasoning. A student's ability to demonstrate science as a way of knowing will be evaluated using homework and exams and essays.
2: Demonstrate understanding of forces in the physical world. Students will understand the forces that act on the Biosphere, Lithosphere, Hydrosphere, and Atmosphere. Students will demonstrate their understanding of these forces on quizzes, exams, final exams, or projects.
3: Discuss the flow of matter and energy through systems (in large and small scales). Students will learn how the sun's energy drives atmospheric processes, how heat energy is redistributed in the earth's four spheres and how matter and energy are moved through cycles such as the Rock Cycle, the Hydrologic Cycle, the Carbon Cycle, and the Nitrogen Cycle. Students will discuss the flow of matter and energy on quizzes, exams, or essays.
4: Develop evidence-based arguments regarding the effect of human activity on the Earth. Students will be asked to explain the human contribution to many biogeographic issues such as air pollution, farming, soil degradation, urbanization, and species loss. A student's ability to develop evidence-based arguments regarding the effect of human activity will be evaluated using homework, quizzes, exams, or essays.
5: Describe how the Physical Sciences have shaped and been shaped by historical, ethical, and social contexts. According to the Encyclopedia Britannica "Geography is one of the few academic disciplines, particularly in Europe, to have been established in universities as a result of pressure to produce people who could teach it in schools. As the demand for geographical information increased, more people required a foundation of geographical knowledge. There was also growing recognition of the role geography could play in creating national identities, making people aware of their particular situations through contrasts with environments and peoples elsewhere. Geographical knowledge was important to citizenship, especially if it supposedly showed the superiority of one’s own people and environment." An understanding of the development of this discipline will highlight the historical and social constructs that shaped the field originally. Instructors will examine how the discipline has changed in the modern era. A student's ability to describe how the Physical Sciences have shaped and been shaped by historical, ethical, and social contexts will be evaluated on exams or essays.
Content:
The study of climate, soils, landforms, and ecosystems invite students to connect the science of biogeography to their lives and the lives of others. They will connect the geography of a place to the natural factors that affect life throughout the world and over time. Students will understand the basic biophysical processes underpinning organism structure and function. They will learn how biophysics influences the distribution of ecosystems. Biogeography will be examined as a means of identity and connection to place. Instructors will make a conscious effort to include examples of marginalized scientists working in this field.
Below is a list of topics covered in the course through reading assignments, handouts, lectures and homework, peer-to-peer instruction, and discussion. Any topic not so covered remains the responsibility of the student to explore.
Biogeography: An Overview
The sun and seasons
Atmospheric Moisture
Weather
Climates
Rocks and Rock Identification
Soil
Geologic Time
Fossils and Fossil Identification
Plants and Plant Identification
Evolution of Plants
Plant Physiology/Biophysics
Biomes
Ecology
Environmental Topics such as air pollution, soil erosion, impacts of farming, urbanization, invasive species, climate change
Key Performance Indicators:
Outcomes will be measured by the following KPIs
Quizzes 10 to 20%
Homework 10 to 20%
Exams 30 to 40%
Field Trips 15 to 20%
Final Project 20 to 25%
Journal and/or Essays 0 to 15%
Representative Text and/or Supplies:
Instructors will provide free/low-cost materials
Pedagogy Statement:
Instructors will use lectures, demonstrations, discussions, field trips, hands-on activities such as plant ID, rock and fossil ID, and group work to engage and encourage learning. Instructors will work to become aware of the negative or oppressive experiences of marginalized students. They will demonstrate caring through attitude, expectations, and behavior. They will make an effort to learn students' names, learn about their backgrounds and social identities, and include their unique perspectives. Instructors will provide constructive feedback. They will foster opportunities for group work and peer-to-peer interaction.
Instructional Mediums:
Lecture
Maximum Class Size: 25
Optimum Class Size: 20
